CAPÍTULO 2. MARCO CONCEPTUAL
3.5 Población de estudio
4.1.8 Resultados de las rúbricas de cada alumno
7.2.2 Contextualization of pedagogic processes 7.2.3 Development of area-specific teaching-
learning material.
7.2.4 RMSA provides flexibility to local units to develop a context specific intervention for SCs, STs and minorities like:
— Upgradation and strengthening of Ashram
schools.
— Engagement of community organizers from
SC/ST communities.
— Special teaching support as per need.
— Orientation programmes for motivation for
schooling using community teachers.
— Regular monitoring.
— Providing context specific intervention in the form of a hostel, an incentive or special facility as required.
— Strengthening teachers training component of
Ashram Schools supervised by the Ministry of Tribal Affairs (MTA).
— Provision for scholarships through other
schemes of Government of India or State Government
State Governments are expected to design specific interventions and campaign programmes to bring educationally backward communities into the educational process. Block and Village Panchayats would play a proactive role in this. Some interventions could be as follows:
Access and Enrolment
— An area intensive approach ensuring
c o n v e r g e n c e o f e d u c a t i o n a l a n d developmental activities
—
schools for Girls.
— More women teachers need to be appointed.
— Extensive publicity about availability of
educational provision in the identified pockets.
— Regular enrolment drives.
— Conducting special camps and bridge courses
for them.
— Open and Distance learning.
— Providing formal secondary schooling
facilities in the centres of religious instruction viz. Maktabs and Madrasas.
— Intensive mobilization efforts among the
resistant groups.
— Providing hostel facilities.
Retention
— Monitoring attendance in pockets identified for intensive activities.
— Provision of some token awards, grades or incentives, if possible for better attendance. — Public facilitation of children with good
academic/attendance records.
— Community involvement in mobilizing
parents for regular attendance of their children.
— Organization of retention drives.
— Providing scholarships.
Achievement
— Special coaching classes/remedial classes
especially for Educationally Backward Exclusive Secondary and Higher Secondary
Annex should include, besides other things, the Procurement Plan as well as the civil works construction strategies. Minority girls and children who are not doing
academically well.
— Creation of a congenial learning environment
in the classroom where they are given the opportunity to learn.
— Urdu as a medium of instruction may be
facilitated in schools having adequate demand for the same.
— Teacher sensitization programmes.
— Deployment of Urdu teachers
7.3 Free lodging and boarding facilities for
students belonging to SC,ST,OBC and minority communities
7.4 Providing scholarships to meritorious/
needy students at secondary level
7.5 Providing all necessary facilities for the
differently-abled children in all schools
7.6 Expansion of Open and Distance Learning
7.7 Other Relevant interventions
Based on existing gaps, additional enrolment and the interventions proposed in the preceding two chapters, additional requirements in terms of physical, manpower and technical inputs need to be estimated and presented intervention-wise.
8.1 Advocacy and Stakeholder Participation
8.2 Quantitative Expansion - Access and
Participation
8.3 Strengthening of Existing Schooling
Provisions
8.4 Quality Improvement
8.5 Education of Focus Groups
8.6 Capacity Building for Planning and
Management
Chapter 8: Estimation of Additional Inputs
8.7 Education Management Information
System
8.8 Internal Efficiency of the School System -
Monitoring & Evaluation
8.9 Innovations
8.10 Other Inputs
9.1 I m p l e m e n t a t i o n S c h e d u l e a n d
Responsibilities
9.2 Monitoring, Inspection and Supervision
9.3 List of Key Performance Indicators for
Monitoring
10.1 Utilization Pattern of Funds (in case of AWP&B)
10.2 Component-wise budgeting by item and nature of expenditure (recurring and non- recurring)
10.3 Distribution of estimated budget by component and recurring and non- recurring expenditures
10.4 Sharing pattern between centre & state 10.5 Convergence
10.6 Percentage share of the estimated budget to the SGDP compared with the current share of education expenditures in the SGDP
The Planning teams, while developing the plan, should also take into account the questions likely to be asked during appraisal. The details of these questions are given in the Part Three of this manual.
Chapter 9: Planning for Implementation
Chapter 10: Budget Estimates and Financing
7.2.2 Contextualization of pedagogic processes 7.2.3 Development of area-specific teaching-
learning material.
7.2.4 RMSA provides flexibility to local units to develop a context specific intervention for SCs, STs and minorities like:
— Upgradation and strengthening of Ashram
schools.
— Engagement of community organizers from
SC/ST communities.
— Special teaching support as per need.
— Orientation programmes for motivation for
schooling using community teachers.
— Regular monitoring.
— Providing context specific intervention in the form of a hostel, an incentive or special facility as required.
— Strengthening teachers training component of
Ashram Schools supervised by the Ministry of Tribal Affairs (MTA).
— Provision for scholarships through other
schemes of Government of India or State Government
State Governments are expected to design specific interventions and campaign programmes to bring educationally backward communities into the educational process. Block and Village Panchayats would play a proactive role in this. Some interventions could be as follows:
Access and Enrolment
— An area intensive approach ensuring
c o n v e r g e n c e o f e d u c a t i o n a l a n d developmental activities
—
schools for Girls.
— More women teachers need to be appointed.
— Extensive publicity about availability of
educational provision in the identified pockets.
— Regular enrolment drives.
— Conducting special camps and bridge courses
for them.
— Open and Distance learning.
— Providing formal secondary schooling
facilities in the centres of religious instruction viz. Maktabs and Madrasas.
— Intensive mobilization efforts among the
resistant groups.
— Providing hostel facilities.
Retention
— Monitoring attendance in pockets identified for intensive activities.
— Provision of some token awards, grades or incentives, if possible for better attendance. — Public facilitation of children with good
academic/attendance records.
— Community involvement in mobilizing
parents for regular attendance of their children.
— Organization of retention drives.
— Providing scholarships.
Achievement
— Special coaching classes/remedial classes
especially for Educationally Backward Exclusive Secondary and Higher Secondary